Session Information
09 SES 09 C, Assessments, Grades and Student Achievement
Paper Session
Contribution
The effect of summative assessments, such as grades and different tests on student motivation for learning and achievement, has been investigated by numerous researchers. To a large amount the results are disparate and have led to different conclusions (Cameron et al., 2005; Deci & Ryan, 2000; Harlen & Deakin, 2002; Ryan & Deci, 2000). It is possible to distinguish two main theories; the “Differentiation Effect Theory” which suggests that the effect of grades and tests varies due to students´ level of ability, age, gender and socio-economic status (SES) and the “Competitive Preference Theory” which suggests that more or less all students benefit from grades and tests irrespective of their characteristics and background (Cameron et al., 2005; Deci & Ryan, 2000).
In a recently conducted quasi-experimental study (Klapp & Cliffordson, 2011) applied on a 10 percent national representative sample, half of the sample of students received grades and the other half did not receive grades in the 6th year of compulsory school. The whole sample received grades in the 7th year. The result showed that students who received grades in the 6th year achieved lower grade point average (GPA) one year later in comparison to students who did not receive grades in the 6th year, after controlling for selection effects by the use of cognitive tests. The cognitive tests were implemented before the students were graded in the 6th year. The result also showed group differences, where students who received grades primarily boys with low ability (measured by cognitive tests), and low SES, received lower GPA in the 7th year, whereas students with high ability and high SES benefited from being graded. Thus, the results showed that there exist differentiation effects of being graded in compulsory school which supports the “Differentiation Effect Theory”.
According to these results, to be graded seems to widen the gap even more between different subgroups of students due to their level of ability, gender and SES (Klapp & Cliffordson, 2011). Therefore it is interesting to further investigate the differentiation effect of being graded or not, in order to understand why certain groups of students are influenced differently by being graded in comparison to others. This can be investigated by including different student characteristics for example self-efficacy, adjustment to school, coping with schoolwork and interest for learning into the previous conducted analysis (Klapp & Cliffordson, 2011).
In the current study, the main purpose is to investigate how different student characteristics can contribute to the understanding of the group differences of the influence by being graded or not, which was discovered in the previous study.
Method
Expected Outcomes
References
Cameron, J. W., Pierce, D., Banko, K. M., & Gear, A. (2005). Achievement- based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97(4), 641-655. Deci, E. L., & Ryan, R. M. (2000). The ”What” and ”Why” of Goal Pursuits: Human Needs and Self-determination of Behavior. Psychological Inquiry, 11(4), 227-268. Harlen, W., & Deakin, C. R. (2002). A systematic review of the impact of summative assessment and tests on students´ motivation for learning (EPPI-Centre Review, version 1.1). In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Klapp, A., & Cliffordson, C. (2011). The effect of being graded on later achievement in compulsory school measured by grades. Submitted for possible publication. Muthén, L. K., & Muthén, B. O. (2008). Mplus user´s guide. Los Angeles, CA: Muthén & Muthén. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
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